The selections in this sourcebook offer a blend of research-based principles and practical advice to the instructional consultant. The first section, Skills and Techniques of Instructional Consultation, contains: (1) The Interactions of Teaching Improvement (Kathleen T. Brink); (2) Instructional Consulting: A Guide for Developing Professional Knowledge (L. Dee Fink); (3) The Creative Art of Effective Consultation (Laura L. B. Border); (4) The First Meeting with the Client (Bette LeSere Erickson and Mary Deane Sorcinelli); (5) Collecting Information Using Class Observation (Karron Lewis); (6) Small Group Methods for Collecting Information from Students (Richard Tiberius); (7) Collecting Information Using Videotape (Eric Kristensen); (8) Collecting Information Using Student Ratings (Michael Theall and Jennifer Franklin); (9) Data Review and Follow-Up Consultation (Bette LeSere Erickson and Mary Deane Sorcinelli); (10) Collaborative Consultation for International Faculty (Erin Porter and Ghislaine Kozuh); and (11) Consulting with Faculty in Small Groups (William C. Rando). Part 2, Programmatic Approaches to Instructional Consultation, contains: (12) Overview of Instructional Consultation in North America (Diane E. Morrison); (13) Microteaching, Teaching Laboratory, and Alliances for Change (Richard Tiberius); (14) Partners in Learning: Breaking Down the Barriers around Teaching (Myrna Smith); (15) Small Group Instructional Diagnosis (SGID) (Lisa Firing Lenze); (16) Instructional Skills Workshop Program: A Peer-Based Model for the Improvement of Teaching and Learning (Judy Wilbee); (17) The Teaching Improvement Process (Mary Deane Sorcinelli); and (18) Consideration in Setting Up a Peer Consultant Program (Michael Kerwin). Part 3, The Context of Instructional Consultation, contains: (19) Higher Education in North America (Charles Claxton); (20) Local Variables That Affect Consultation (Diane E. Morrison); (21) Variability among Faculty (Mary Ann Shea); (22) Faculty Face Student Diversity (Milton G. Spann, Jr. and Suella McCrimmon); (23) Effects of Classroom Environments (Gabriele Bauer); (24) Identifying and Assessing Your Consultation Style (Laura L. B. Border); (25) Developmental Stages of an Educational Consultant: Theoretical Perspective (Richard Tiberius, Jane Tipping, and Ronald Smith); and (26) A Personal Account of the Development of One Consultant (David Way). Part 4, Evaluating Instructional Consultation, contains: (27) Issues in Evaluating Consultation (Glenn R. Erickson); (28) Evaluating a Teaching Consultation Service (Glenn R. Erickson); and (29) Evaluating a Consultation Program for Part-Time Adjunct Faculty (Barbara J. Millis). The final section, Training Instructional Consultants, contains: (30) Instructional Consultants as Reflective Practitioners (Ronald Smith); (31) Training New Consultants in the Connecticut Community-Technical College System (Bill Searle and Patricia A. Cook); (32) Training New Consultants in the Kentucky Community-College System: The Teaching Consultants Workshop (Michael Kerwin and Judy Rhoads); (33) Training TAs as Consultants at the University of Michigan: Workshop for Peer Mentors (Beverly Black and Bronwen Gates); (34) Professional Development for Consultants at the University of Washingtons Center for Instructional Development and Research (Jody D. Nyquist and Donald H. Wulff); (35) Training New Consultants at Stanford University: The TA Consultants Program (Michele Marincovich); (36) Reflecting on Practice: Observing Ourselves Consulting (Barbara Hofer, Beverly Black, and Linda Acitelli); (37) Using Case Studies To Train Instructional Consultants (Barbara J. Millis); and (38) Professional Organizations of Instructional Consultants (Kathleen T. Brinko). Each source contains references. (SLD)